File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Conference Paper: Nurturing Reflective Practice in Initial Teacher Education: Dissection of a Self-Directed Learning Session

TitleNurturing Reflective Practice in Initial Teacher Education: Dissection of a Self-Directed Learning Session
Authors
Issue Date2009
PublisherInternational Society for teacher education. The Journal's web site is located at http://isfte.hkbu.edu.hk/index.php/jiste-our-bi-annual-journal/journal-volumes/publicly-accessibly-abstracts-only/
Citation
28th Annual Seminar of International Society for Teacher Education (ISTE) on Continuing Development in Teacher Education, University of New England, Armidale, New South Wales, Australia, 22 - 25 April 2008. In Journal of the International Society for Teacher Education: JISTE, 2009, v. 13 n. 1, p. 31-39 How to Cite?
AbstractSelf-Directed Learning (SDL) was introduced to a Postgraduate Diploma in Education (PGDE) program at the University of Hong Kong (HKU) in 2004 as an innovation to empower student teachers to initiate and manage their professional development. SDL is used as a mode of learning that emphasizes the student teachers' autonomy in exercising independence and control of their own learning. This paper reports on the implementation of SDL group sessions and the analysis of one videotaped session, in order to illustrate how SDL works. This single case dissection indicated that the SDL session appears to have fostered student teachers' professional development across the three aspects of: integrating theory with practice, engaging in constructive sharing and reflecting, and learning to become an empowered autonomous reflective professional.
Persistent Identifierhttp://hdl.handle.net/10722/60092
ISSN

 

DC FieldValueLanguage
dc.contributor.authorPow, Jen_HK
dc.contributor.authorKwan, Ten_HK
dc.date.accessioned2010-05-31T04:03:29Z-
dc.date.available2010-05-31T04:03:29Z-
dc.date.issued2009en_HK
dc.identifier.citation28th Annual Seminar of International Society for Teacher Education (ISTE) on Continuing Development in Teacher Education, University of New England, Armidale, New South Wales, Australia, 22 - 25 April 2008. In Journal of the International Society for Teacher Education: JISTE, 2009, v. 13 n. 1, p. 31-39en_HK
dc.identifier.issn1029-5968-
dc.identifier.urihttp://hdl.handle.net/10722/60092-
dc.description.abstractSelf-Directed Learning (SDL) was introduced to a Postgraduate Diploma in Education (PGDE) program at the University of Hong Kong (HKU) in 2004 as an innovation to empower student teachers to initiate and manage their professional development. SDL is used as a mode of learning that emphasizes the student teachers' autonomy in exercising independence and control of their own learning. This paper reports on the implementation of SDL group sessions and the analysis of one videotaped session, in order to illustrate how SDL works. This single case dissection indicated that the SDL session appears to have fostered student teachers' professional development across the three aspects of: integrating theory with practice, engaging in constructive sharing and reflecting, and learning to become an empowered autonomous reflective professional.-
dc.languageengen_HK
dc.publisherInternational Society for teacher education. The Journal's web site is located at http://isfte.hkbu.edu.hk/index.php/jiste-our-bi-annual-journal/journal-volumes/publicly-accessibly-abstracts-only/en_HK
dc.relation.ispartofJournal of the International Society for Teacher Education: JISTEen_HK
dc.titleNurturing Reflective Practice in Initial Teacher Education: Dissection of a Self-Directed Learning Sessionen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailKwan, T: tylkwan@hkucc.hku.hken_HK
dc.identifier.authorityKwan, TYL=rp00913en_HK
dc.identifier.hkuros160678en_HK
dc.identifier.hkuros147567-
dc.identifier.volume13-
dc.identifier.issue1-
dc.identifier.spage31-
dc.identifier.epage39-
dc.publisher.placeHong Kong-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats